With nervousness and excitement gripping us, Janelle and I went to Mankato West High School Friday, October 28th to meet our co-teachers, Mr. Groebner and Mr. Perron. Mr. Groebner is a ninth grade English teacher who has been paired up with Mr. Perron, a paraprofessional. We received any needed contact information as well as some more useful insight to the program in which they take part. The two are a part of a community of teachers, called the Acadey, catered to focus on academically at risk students. With many more problems placed on them than traditional teachers, Mr. Groebner and Mr. Perron handle their classes with great calm and collection.
Entry 2 Mr. Groebner has a very laid-back approach to classroom management. When class starts, he continues until class is finished. He manages his transitions with instruction and information as to what will be happening next. Either he or Mr. Perron is always consistent with making sure there is not anarchy on the rise. During the team teacher meeting Janelle and I attend with Mr. Groebner and Mr. Perron, it is very apparent, through observation, the two do not have as many problems which arise from the same students with different teachers.
Of course, I don’t think there is any more potential for problems in one class than there is in any other. If you think about it, really, any problem could arise in one class just the same as it could in another. There is a lot involved to raise the probability of these problems. One would be the group of students. The Academy is made up of students who are academically at risk. Students who do poor in school are statistically more involved in behavior problems. I wish I had a fact to make that statement to make this more credible, but I do not. I guess you as the reader will have to just go with me on this. Next, teacher has a lot to do with this. As I’ve said before, Mr. Groebner and Mr. Perron do not have as many problems as other teacher in the academy. A majority of the problems seem to come from Social Studies and Math. Now, I do not think that it has as much to do with the subject as it do the teacher. These two teachers seem to have a more pessimistic attitude toward their students. I don’t see this as mere coincidence.
The teaching techniques we’ve witnessed have been fairly traditional. Through the first week, there has yet to be any moment of students collaborating with one another on topics, concepts, or work. This may be in part of the demographic of students we are matched up with and a concern for classroom management. In general, as it has been expressed, there tends to be more of a correlation with behavior issues with academically at risk students.
In my observation, most prominent use of assessment is the summative assessment. For the most part the work done in Mr. Groebner’s classes is done from worksheets and unit packets. The class spends time going through this material and making sure everything is done properly before submission. As Mr. Groebner has expressed, there is a lot more “hand holding” done with this group of students. He was a little discouraged about this statement, but he feels that it is necessary all the more. The grading system is fairly straight forward and at times very lenient, in part of the considerations made for the learning demographic of students present within The Academy. Students are not penalized for this. The teachers feel that this is discouraging to already discouraged students.
There has been some mention of the MCA Writing Test in the classroom. The students are currently working on a paper that is focused on comparing and contrasting the novel they have just finished along with a movie that was shown during our first week. Mr. Groebner has spoken about the importance of learning the five-paragraph essay form its implications for the state test. Mr. Perron spent some time going over the differences between good and bad writing, using examples from the previous year’s tests. For the most part the only opinion we have seen has been the idea that it is important with not too much more insight into what it does, in terms of the outcomes of student learning and a gauge of teaching.
Entry 3 On Monday, November 14th, Janelle and I gave our first ever lesson to a class of students! It went horrible, which is good. The lesson presented to Mr. Groebner’s ninth grade Academy student was basically their first introduction to the realm of poetry. Being that Janelle and I had prepared some half hour practice lessons for a group of college kids, we felt we were prepared well enough. How wrong we were. The techniques were not suited for the class. Engagement in the student was overestimated by us, the teacher candidates. Also, we really got a look into the issue of time management that ever plagues the traditional forty-eight minute class period.
Our lesson focused on the use of figurative language used in poetry. This was something completely new to these students. We began by attempting an active lecture on the poetic elements. Janelle and I switched off presenting the terms to the students and asking them questions that would lead to good discussion on the terms. I don’t think I have seen so many blank stares in my life. The creaking of the desks cut through the silence between our questions. As we muddled our way through this portion of the period, I began to wonder if my anxiety was coming to the surface.
We moved into the identification portion of the lesson, where we passed out a sheet a set of poems that employed the figurative language elements we had just gone over. This is something that could have been done more efficient and less timely. We began by reading over a poem then inquiring as to what element was identifiable within it. Horrid silence ensued again. Long awkward pauses seemed to have been the theme of the day. The idea of engaging in a college-like open discussion on poetry with a group of ninth graders didn’t seem like a bad idea the days before. This formative assessment, I think, told us more about our teaching strategy more than it did the level of understanding within the student mind. It would have worked in a vacuum, ideal in a world without Mondays, strangers, and brand new language. However, I paint a dark picture of the reality, by the last poem, Frost’s “Silken Tent,” discussion became more comfortable and engaging. The terms began to make more sense to them.
The close of the period came quicker than expected. Third hour, our first for the lesson, presented us with an epiphany in the form of lesson transitions. We handed out the class text to explore a poem some had read before the weekend. This took some time and could have been foreseen as a struggle ahead of time. Fourth hour, we had them on the desks prior to class. We read through the poem and identified the figurative language present. It was apparent the students grasped the concepts through their identification. Still, there was some guiding but they were well on their way.
By the time we finished I felt my expectations with the lesson were not fulfilled. I went home with the need to feel better. I felt like we did an injustice in keeping the students engaged. However, this lesson was necessary in its perceived failure. This was a tool for us, I know, to keep us aware of these issues in the future and to make sure we attempt to make our lessons at their best.
Entry 4 Wednesday, November 16th‘s lesson was a major improvement from the previous. Janelle and I took the issues we encountered Monday and tried to adapt our lesson to make it more engaging to the students. Again, we taught poetry concepts to the students. This time, however, the focus was on poetic sound, introducing the terms consonance, assonance, alliteration, and onomatopoeia. We felt there was much more potential for this lesson. The improvement we had was tenfold. To say the least, it was exciting.
We had the idea to assign students to small groups for some collaborative work during the lesson. As the students came into class, the two of us were at the door handing out cards with the one of five poets names on it. These names corresponded with designated groupings of desks we put together before class. We chose to do it this way in reaction to our experience with preparation from Monday. Here the students were ready to go before the bell even rang. The class begun and Mr. Groebner informed the class of any information needed before handing the student’s over to Janelle and I. Our dual teaching strategy ensued. I don’t mean to say this in any arrogance but I feel that the two of us do quite well at this. Sure, we aren’t perfect but, hey, we’re striving for it.
We organized the lesson similar to the previous in its structure. We first began by presenting the terms to the class. Janelle guided the students through the definitions as I wrote the definitions on the white board. The students had copied the definitions out of the textbook the previous day, but we wanted to refresh and reinforce in detail the meanings and uses of these concepts. The students took real well to the information presented. We knew this not by their responses verbatim from their note but by placing them in their own words. We also asked for further examples of the concepts from the students. In both third and fourth hour we got the same example of alliteration from the students, “She sells seashells by the sea shore.” I asked if it was an example from the book and much to my surprise it was not. Janelle furthered the example more by looking for more insight as to why this was an example and the student(s) responded very well. Janelle followed this by going over a tongue twister on the Smart Board while asking students what elements were involved. They proved to grasp the content quite well.
Following this we moved into the group activity, utilizing Edgar Allen Poe’s poem, “The Bells.” Janelle and I chose this poem due to its rich use of the sound concepts focused on in this lesson. We had printed off the poem into three sections prior to class and out one of the three sections to two of each group of students. We told them to read the poem aloud, and then go through and identify the terms with reasons why. As they worked through this in the group Janelle and I individually went around to each group to observe their progress and guide them to fruitful avenues of exploration. Personally, I was quite impressed.
I even observed a student, Cody, who had a lower than average IQ present a very in depth observation. He mentioned to me that Poe’s repetition of the word “bells” was an example of onomatopoeia, the used of a word that sounds as the noise it makes. One of His group members put his idea down and I managed to encourage both answers. I said that by definition it was not, but I also told Cody the repetition, “bells, bells, bells,” spoken aloud gives the sense of the noise a loud church-like bell. He was on to something with his observation and managed to encourage his deeper thought.
Following the group activity, we had each group to describe their findings to the class as Janelle highlighted them on the Smart Board. If I had the choice to go over this segment of the class, I would wish to involve the students further into these discoveries. Rather than having us identify them on the board I would have liked to have had each student from the group come up and label a finding with an explanation as to why. Then, have volunteers from other groups to present their thoughts of any other concepts involved in each. I would have also liked to have given each student a copy of the full poem instead of trying to see it across the room.
Overall, I felt quite good about the lesson when finished. I feel that the students well understood the concepts, were fully engaged, and presented thoughtful ideas. I still feel there is plenty of room for improvement; however, it was a good first draft.
Entry 5 Monday, November 21st marked another feel-good day of English education to Mr. Groebner’s Academy classes. We took on a more for a challenge. Mr. Groebner would soon begin delving into Shakespeare’s Romeo and Juliet with his students. We felt this was no time like any other to, both, expose these students to the language of Shakespeare and try our hand at this attempt. We had quite a trial a head of us. It wasn’t until later that it was revealed to us that we were “teaching a whole new language to these students.” This lsson focused on the structure of poetry. We chose to use two concepts that exemplified these concepts. The first is the sonnet. This was to show structure. The second was Shakespeare. This was used twofold as a use of sonnets and structure as well as a use of exposing students to his language.
Our lesson, once again, focused on presenting the information then doing some identification activity. We prepared a set of worksheets for the students. The first was a graphic organizer used for note taking. This sheet included two of Shakespeare’s sonnets at the top. This sheet was to be used as a guide and part of the activity. We began by having a student read through the first poem then making observations of it as a class. We did this as we went through each set of concepts. This repetition of reading was to get students comfortable with the language and further its understanding. I feel that allowing students to be chosen ahead of time to read would ensure preparation in its reading.
After this we moved into a great Shakespeare sonnet, “My mistress’ eyes are nothing like the sun.” We knew this poem would engage students more and more the further their comprehension of the poem began. Identifying the structure aspects was easy for the students. Rhyme scheme and meter was a simple once knowing each sonnet is set in this. This was somewhat of a downfall in our lesson. The real treat was the understanding of the language. Watching the students develop and pride themselves in the understanding of Shakespeare was great.
We moved into the best part of the lesson. The students really got into this part, or at least we did. The entire procedure of the lesson was not as we had planned. We wanted to have two students read through the sonnet within Romeo and Juliet and then have two other students. Well, Janelle and I got carried away while elaborating on the lines and the second time we read through it together. I think the students enjoyed this. And as we asked questions their responses became more and more prompt.
This lesson was something that was an honor and an accomplishment to take part in. These students explored Shakespeare for the first time in many of their lives. They’re just beginning to learn how to understand this old and complex language. Through this it will be easier for them to understand modern English. This is a step in overall reading comprehension. I hope this begins to really help them develop.
Entry 6
Friday, December 2nd, Janelle and I made our way to Mankato West High School to see Mr. Groebner and Mr. Perron for the last time. We went there to drop off our thank you letter in person. It really became sad for me as we left their room. They wished us well and told us if we needed anything we knew where they lived. It was so nice to have gotten the opportunity to become close to these two professionals. The class environment was enjoyable and I had no problems with the placement itself, nor my co-teacher. With little experience going into the classroom, my anxiety for what laid ahead of me was great. Nothing would prepare me for the experience I would walk away with.
First, the students were an absolute joy. The first day brought me odd looks and curious lingering from the students. I’m sure I shared the same with them; two entities just trying to figure one another out. As we moved through, day by day, the discourse became wonderful. The students began to strike conversation with us and we gave back. They asked questions of us and we replied. Sure, this was not something that would of strong and lasting relationships. For what it was and the time we had with them, it was so much more than could have been asked. I loved to watch as these students began to get the things we presented to them; things new becoming familiar.
Next, the connections Janelle and I made with Mr. Groebner and Mr. Perron had no problems lifting off. From moment one, I felt welcomed into their class. This was never doubted throughout the entire experience. Mr. Groebner was by all means accommodating to us. He gave us the freedom to come in when it was best for us. When it came time for our lessons he gave us only an idea to work with, giving us the ability to create lessons as we saw best. He even took our ideas to implement for his later classes. It was a simple gesture, perhaps amounting to nothing, but it was somewhat flattering.
One of the periods in which we observed was a prep hour of theirs. During this time we were allowed to sit in on their Academy team meeting. Here we witnessed an entire different side of education. The interactions of the colleagues, the conversations about student relationships, thoughts and opinions of curriculum, and even personal dialogue opened up in front of us. These were experiences not afforded in any KSP course. We witnessed a new reality of education, both great and horrid. In a sense, I was glad to witness some of the things in those meetings I didn’t agree with. In no way did this make me less than my potential, rather make me aware of how to be ideal.
Finally, my co-teacher, Janelle, is someone I would like to address. I feel I was very lucky in this aspect. There is no telling where paired relationships can stray on the spectrum of good and bad. We were able to have a good time while working with one another. I feel that she is a strong person for having to deal with me several times a week. I think we as a team did beyond sufficient.
This experience was less than perfect. The only thing I could have wished for would have been for more time. I wish I could have formed a longer relationship with everything listed above. The reality, we all need to continue moving forward on this timeline of life becoming better people each day, making the best of the situations in which we land ourselves. I have a bar set now for a better experience these next semesters to come and, finally, the ensuing future in education. So naive I am, with everything ahead of him and all the hopes in the world.
Entry 1
With nervousness and excitement gripping us, Janelle and I went to Mankato West High School Friday, October 28th to meet our co-teachers, Mr. Groebner and Mr. Perron. Mr. Groebner is a ninth grade English teacher who has been paired up with Mr. Perron, a paraprofessional. We received any needed contact information as well as some more useful insight to the program in which they take part. The two are a part of a community of teachers, called the Acadey, catered to focus on academically at risk students. With many more problems placed on them than traditional teachers, Mr. Groebner and Mr. Perron handle their classes with great calm and collection.
Entry 2
Mr. Groebner has a very laid-back approach to classroom management. When class starts, he continues until class is finished. He manages his transitions with instruction and information as to what will be happening next. Either he or Mr. Perron is always consistent with making sure there is not anarchy on the rise. During the team teacher meeting Janelle and I attend with Mr. Groebner and Mr. Perron, it is very apparent, through observation, the two do not have as many problems which arise from the same students with different teachers.
Of course, I don’t think there is any more potential for problems in one class than there is in any other. If you think about it, really, any problem could arise in one class just the same as it could in another. There is a lot involved to raise the probability of these problems. One would be the group of students. The Academy is made up of students who are academically at risk. Students who do poor in school are statistically more involved in behavior problems. I wish I had a fact to make that statement to make this more credible, but I do not. I guess you as the reader will have to just go with me on this. Next, teacher has a lot to do with this. As I’ve said before, Mr. Groebner and Mr. Perron do not have as many problems as other teacher in the academy. A majority of the problems seem to come from Social Studies and Math. Now, I do not think that it has as much to do with the subject as it do the teacher. These two teachers seem to have a more pessimistic attitude toward their students. I don’t see this as mere coincidence.
The teaching techniques we’ve witnessed have been fairly traditional. Through the first week, there has yet to be any moment of students collaborating with one
another on topics, concepts, or work. This may be in part of the demographic of students we are matched up with and a concern for classroom management. In general, as it has been expressed, there tends to be more of a correlation with behavior issues with academically at risk students.
In my observation, most prominent use of assessment is the summative assessment. For the most part the work done in Mr. Groebner’s classes is done from worksheets and unit packets. The class spends time going through this material and making sure everything is done properly before submission. As Mr. Groebner has expressed, there is a lot more “hand holding” done with this group of students. He was a little discouraged about this statement, but he feels that it is necessary all the more. The grading system is fairly straight forward and at times very lenient, in part of the considerations made for the learning demographic of students present within The Academy. Students are not penalized for this. The teachers feel that this is discouraging to already discouraged students.
There has been some mention of the MCA Writing Test in the classroom. The students are currently working on a paper that is focused on comparing and contrasting the novel they have just finished along with a movie that was shown during our first week. Mr. Groebner has spoken about the importance of learning the five-paragraph essay form its implications for the state test. Mr. Perron spent some time going over the differences between good and bad writing, using examples from the previous year’s tests. For the most part the only opinion we have seen has been the idea that it is important with not too much more insight into what it does, in terms of the outcomes of student learning and a gauge of teaching.
Entry 3
On Monday, November 14th, Janelle and I gave our first ever lesson to a class of students! It went horrible, which is good. The lesson presented to Mr. Groebner’s ninth grade Academy student was basically their first introduction to the realm of poetry. Being that Janelle and I had prepared some half hour practice lessons for a group of college kids, we felt we were prepared well enough. How wrong we were. The techniques were not suited for the class. Engagement in the student was overestimated by us, the teacher candidates. Also, we really got a look into the issue of time management that ever plagues the traditional forty-eight minute class period.
Our lesson focused on the use of figurative language used in poetry. This was something completely new to these students. We began by attempting an active lecture on the poetic elements. Janelle and I switched off presenting the terms to the students and asking them questions that would lead to good discussion on the terms. I don’t think I have seen so many blank stares in my life. The creaking of the desks cut through the silence between our questions. As we muddled our way through this portion of the period, I began to wonder if my anxiety was coming to the surface.
We moved into the identification portion of the lesson, where we passed out a sheet a set of poems that employed the figurative language elements we had just gone over. This is something that could have been done more efficient and less timely. We began by reading over a poem then inquiring as to what element was identifiable within it. Horrid silence ensued again. Long awkward pauses seemed to have been the theme of the day. The idea of engaging in a college-like open discussion on poetry with a group of ninth graders didn’t seem like a bad idea the days before. This formative assessment, I think, told us more about our teaching strategy more than it did the level of understanding within the student mind. It would have worked in a vacuum, ideal in a world without Mondays, strangers, and brand new language. However, I paint a dark picture of the reality, by the last poem, Frost’s “Silken Tent,” discussion became more comfortable and engaging. The terms began to make more sense to them.
The close of the period came quicker than expected. Third hour, our first for the lesson, presented us with an epiphany in the form of lesson transitions. We handed out the class text to explore a poem some had read before the weekend. This took some time and could have been foreseen as a struggle ahead of time. Fourth hour, we had them on the desks prior to class. We read through the poem and identified the figurative language present. It was apparent the students grasped the concepts through their identification. Still, there was some guiding but they were well on their way.
By the time we finished I felt my expectations with the lesson were not fulfilled. I went home with the need to feel better. I felt like we did an injustice in keeping the students engaged. However, this lesson was necessary in its perceived failure. This was a tool for us, I know, to keep us aware of these issues in the future and to make sure we attempt to make our lessons at their best.
Entry 4
Wednesday, November 16th‘s lesson was a major improvement from the previous. Janelle and I took the issues we encountered Monday and tried to adapt our lesson to make it more engaging to the students. Again, we taught poetry concepts to the students. This time, however, the focus was on poetic sound, introducing the terms consonance, assonance, alliteration, and onomatopoeia. We felt there was much more potential for this lesson. The improvement we had was tenfold. To say the least, it was exciting.
We had the idea to assign students to small groups for some collaborative work during the lesson. As the students came into class, the two of us were at the door handing out cards with the one of five poets names on it. These names corresponded with designated groupings of desks we put together before class. We chose to do it this way in reaction to our experience with preparation from Monday. Here the students were ready to go before the bell even rang.
The class begun and Mr. Groebner informed the class of any information needed before handing the student’s over to Janelle and I. Our dual teaching strategy ensued. I don’t mean to say this in any arrogance but I feel that the two of us do quite well at this. Sure, we aren’t perfect but, hey, we’re striving for it.
We organized the lesson similar to the previous in its structure. We first began by presenting the terms to the class. Janelle guided the students through the definitions as I wrote the definitions on the white board. The students had copied the definitions out of the textbook the previous day, but we wanted to refresh and reinforce in detail the meanings and uses of these concepts. The students took real well to the information presented. We knew this not by their responses verbatim from their note but by placing them in their own words. We also asked for further examples of the concepts from the students. In both third and fourth hour we got the same example of alliteration from the students, “She sells seashells by the sea shore.” I asked if it was an example from the book and much to my surprise it was not. Janelle furthered the example more by looking for more insight as to why this was an example and the student(s) responded very well. Janelle followed this by going over a tongue twister on the Smart Board while asking students what elements were involved. They proved to grasp the content quite well.
Following this we moved into the group activity, utilizing Edgar Allen Poe’s poem, “The Bells.” Janelle and I chose this poem due to its rich use of the sound concepts focused on in this lesson. We had printed off the poem into three sections prior to class and out one of the three sections to two of each group of students. We told them to read the poem aloud, and then go through and identify the terms with reasons why. As they worked through this in the group Janelle and I individually went around to each group to observe their progress and guide them to fruitful avenues of exploration. Personally, I was quite impressed.
I even observed a student, Cody, who had a lower than average IQ present a very in depth observation. He mentioned to me that Poe’s repetition of the word “bells” was an example of onomatopoeia, the used of a word that sounds as the noise it makes. One of His group members put his idea down and I managed to encourage both answers. I said that by definition it was not, but I also told Cody the repetition, “bells, bells, bells,” spoken aloud gives the sense of the noise a loud church-like bell. He was on to something with his observation and managed to encourage his deeper thought.
Following the group activity, we had each group to describe their findings to the class as Janelle highlighted them on the Smart Board. If I had the choice to go over this segment of the class, I would wish to involve the students further into these discoveries. Rather than having us identify them on the board I would have liked to have had each student from the group come up and label a finding with an explanation as to why. Then, have volunteers from other groups to present their thoughts of any other concepts involved in each. I would have also liked to have given each student a copy of the full poem instead of trying to see it across the room.
Overall, I felt quite good about the lesson when finished. I feel that the students well understood the concepts, were fully engaged, and presented thoughtful ideas. I still feel there is plenty of room for improvement; however, it was a good first draft.
Entry 5
Monday, November 21st marked another feel-good day of English education to Mr. Groebner’s Academy classes. We took on a more for a challenge. Mr. Groebner would soon begin delving into Shakespeare’s Romeo and Juliet with his students. We felt this was no time like any other to, both, expose these students to the language of Shakespeare and try our hand at this attempt. We had quite a trial a head of us. It wasn’t until later that it was revealed to us that we were “teaching a whole new language to these students.” This lsson focused on the structure of poetry. We chose to use two concepts that exemplified these concepts. The first is the sonnet. This was to show structure. The second was Shakespeare. This was used twofold as a use of sonnets and structure as well as a use of exposing students to his language.
Our lesson, once again, focused on presenting the information then doing some identification activity. We prepared a set of worksheets for the students. The first was a graphic organizer used for note taking. This sheet included two of Shakespeare’s sonnets at the top. This sheet was to be used as a guide and part of the activity. We began by having a student read through the first poem then making observations of it as a class. We did this as we went through each set of concepts. This repetition of reading was to get students comfortable with the language and further its understanding. I feel that allowing students to be chosen ahead of time to read would ensure preparation in its reading.
After this we moved into a great Shakespeare sonnet, “My mistress’ eyes are nothing like the sun.” We knew this poem would engage students more and more the further their comprehension of the poem began. Identifying the structure aspects was easy for the students. Rhyme scheme and meter was a simple once knowing each sonnet is set in this. This was somewhat of a downfall in our lesson. The real treat was the understanding of the language. Watching the students develop and pride themselves in the understanding of Shakespeare was great.
We moved into the best part of the lesson. The students really got into this part, or at least we did. The entire procedure of the lesson was not as we had planned. We wanted to have two students read through the sonnet within Romeo and Juliet and then have two other students. Well, Janelle and I got carried away while elaborating on the lines and the second time we read through it together. I think the students enjoyed this. And as we asked questions their responses became more and more prompt.
This lesson was something that was an honor and an accomplishment to take part in. These students explored Shakespeare for the first time in many of their lives. They’re just beginning to learn how to understand this old and complex language. Through this it will be easier for them to understand modern English. This is a step in overall reading comprehension. I hope this begins to really help them develop.
Entry 6
Friday, December 2nd, Janelle and I made our way to Mankato West High School to see Mr. Groebner and Mr. Perron for the last time. We went there to drop off our thank you letter in person. It really became sad for me as we left their room. They wished us well and told us if we needed anything we knew where they lived. It was so nice to have gotten the opportunity to become close to these two professionals. The class environment was enjoyable and I had no problems with the placement itself, nor my co-teacher. With little experience going into the classroom, my anxiety for what laid ahead of me was great. Nothing would prepare me for the experience I would walk away with.
First, the students were an absolute joy. The first day brought me odd looks and curious lingering from the students. I’m sure I shared the same with them; two entities just trying to figure one another out. As we moved through, day by day, the discourse became wonderful. The students began to strike conversation with us and we gave back. They asked questions of us and we replied. Sure, this was not something that would of strong and lasting relationships. For what it was and the time we had with them, it was so much more than could have been asked. I loved to watch as these students began to get the things we presented to them; things new becoming familiar.
Next, the connections Janelle and I made with Mr. Groebner and Mr. Perron had no problems lifting off. From moment one, I felt welcomed into their class. This was never doubted throughout the entire experience. Mr. Groebner was by all means accommodating to us. He gave us the freedom to come in when it was best for us. When it came time for our lessons he gave us only an idea to work with, giving us the ability to create lessons as we saw best. He even took our ideas to implement for his later classes. It was a simple gesture, perhaps amounting to nothing, but it was somewhat flattering.
One of the periods in which we observed was a prep hour of theirs. During this time we were allowed to sit in on their Academy team meeting. Here we witnessed an entire different side of education. The interactions of the colleagues, the conversations about student relationships, thoughts and opinions of curriculum, and even personal dialogue opened up in front of us. These were experiences not afforded in any KSP course. We witnessed a new reality of education, both great and horrid. In a sense, I was glad to witness some of the things in those meetings I didn’t agree with. In no way did this make me less than my potential, rather make me aware of how to be ideal.
Finally, my co-teacher, Janelle, is someone I would like to address. I feel I was very lucky in this aspect. There is no telling where paired relationships can stray on the spectrum of good and bad. We were able to have a good time while working with one another. I feel that she is a strong person for having to deal with me several times a week. I think we as a team did beyond sufficient.
This experience was less than perfect. The only thing I could have wished for would have been for more time. I wish I could have formed a longer relationship with everything listed above. The reality, we all need to continue moving forward on this timeline of life becoming better people each day, making the best of the situations in which we land ourselves. I have a bar set now for a better experience these next semesters to come and, finally, the ensuing future in education. So naive I am, with everything ahead of him and all the hopes in the world.